Summary:
Today's lesson is going to continue on from yesterday's discussion dealing with calculating speed and distance time graphs. We will complete section 1.2, which will prepare us with all the necessary information for tomorrow's lab. Today's class will focus specifically on velocity and comparing it with speed. We will first go through the power point that will help explain to the students the important terms and concepts on what velocity is and how it relates to speed. After the power point, I will do a couple class activities with the students to assess their understanding on velocity. Before the beginning of class, there will already be a question written on the board, "If two scooters are moving at the same speed but in opposite directions, is their velocity the same? Explain", which I will now work together with the students on answering. I will point to the question on the board and ask the students to copy it down into their notebooks. The students will have a few minutes to think the question over and write down the answer they feel is correct in their notebook. After giving the students time to think, I will begin to ask them what they wrote down for an answer. I will ask at least 7-10 students their answers before correcting the wrong ones (if any) and giving the correct one so I can gather a census on the students understanding. Next, we will move to the train picture in the textbook on page 23. I want to try teaching about velocity and speed from this visual to reach the students who can comprehend better through the use of visual aids. I will be asking questions such as, "What can you say about the two trains in the picture", "What directions are the trains going", "What are the speeds of the trains", "What are the velocities of the train, "How do the speeds and velocities compare", etc. Since the power point was short and these activities will not consume a lot of time either, which was planned, I am going to use the rest of the class for something entirely different. The students will be handed Reading Study Guide B, that they will need to complete by the end of the class. Reading study guide B is a review on section 1.2, including the information we covered yesterday as well. While the students are working on this sheet either individually or in small groups, I will be calling students up one by one to hand back papers, worksheets, and reviews from the week. I am doing it individually because this way I will have the chance to work briefly with any students that are severely struggling in any particular area. I will also be able to explain to the students the corrections I made and answer any questions they might have. However, I will still be aware of the class as a whole and make sure they are working on the assigned task during this time. Once I have met with all the necessary students and handed back all work, I will assign the homework, which will be to finish the study guide worksheet and complete section 1.2 review #1-5. I will inform the students that there will be notes tomorrow, but instead a lab that they will enjoy a lot.
Objectives:
The students will be able to describe an object's velocity through visual aids and question assessments.
The students will be able to decipher the differences between velocity and speed through visual representations.
Materials:
Notebook
Textbook
Pen/pencil
Reading Study Guide B
Instruction: Opening
While I am setting up the power point and the students are getting settled in their seats, I will be begin class by having a relaxed verbal review with the class. I will tell the class that we will be studying velocity and comparing it against speed to today, but first I want to see what they remember from what we have already learned. As I am going around and collecting the homework from each student I will be asking questions like: Who remembers what position is? What is a reference point? How does it relate to position? Who can tell me what speed is? Can someone tell me how to calculate speed? What does a distance-time graph represent? What does it relate?
I will do this to get the students thinking about what we have learned this week, so when we begin to discuss velocity vs. speed, these terms and concepts are fresh in their mind.
Middle
The power point on velocity and velocity versus speed is going to be first because I want the students to understand what velocity is before we begin the activities after it. That way, the activities will act as a review for the students, allowing them to apply what they just learned to pictures and situations, rather than having it just be a guessing game of calling out answers. After the power point I am going to address the attention to the question on the board:
"If two scooters are moving at the same speed but in opposite directions, is their velocity the same? Explain"
I am going to ask the students to copy this question down in their notebook, briefly think about it, and then right a short response to answer it. After about five minutes, I will ask at least ten students to tell the class what they wrote down for an answer. I want to have a majority of the class give their answers a loud so I can get a census on their understanding of velocity. After we have discussed the answer to this question as a class, and the students have a firm grasp on the meaning of velocity, we will move onto the next activity, the train picture. On page 23 of the textbook there is a picture with two trains in it, which shows a great representation of velocity versus speed. I will ask the students to take out their textbooks and turn to this page and take a look at the picture. I will direct them to look for things that relate to speed or velocity and silently collect them in their heads. After a few minutes, I will begin to ask the students questions about the picture, such as:
"What can you say about the two trains in the picture" What directions are the trains going" "What are the speeds of the trains" What are the velocities of the train "How do the speeds and velocities compare"
After the discussion about the train picture, and I feel comfortable in the fact that students can decipher between velocity and speed, I will move on to the last activity of the day. The students will have the option to work individually or in groups to complete Reading Study Guide B. This is a study guide review sheet for all of section 1.2. During this time, I will be calling students up one by one to hand back papers, worksheets, and reviews from the week. I am doing it individually to allow me the chance to work briefly with any students that are severely struggling in any particular area that we have covered this week. This will also allow the students the chance to ask me any questions they might have and clear up any confusions they have. However, I will still be aware of the class as a whole and make sure they are working on the assigned task during this time.
Closing
After I have met with all the necessary students, I will prepare the class for their departure. I will inform them that if they did not complete the reading study guide worksheet they are to do so for homework. If they did finish it, they are to keep it in their folders and will hand it in at the beginning of class tomorrow, and simply have one less assignment for homework. The students will be told to complete section 1.2 review #1-5 and it will be collected at the beginning of class tomorrow along with the reading study guide. I will inform the class that there will be notes given tomorrow. Instead, they will be working in their lab groups on a fun activity.
Assessment:
Today is a class full of assessments, mostly because I want to make sure the students understand everything we have learned this week and are prepared for the lab tomorrow. The two activities during class today, the question on the board and the train picture, were a way for me to test the students understanding on velocity. The Reading Study Guide is a worksheet on the entire section of 1.2. I will grade these tonight so I am able to see if the students are struggling in any areas, especially speed and velocity because that is what tomorrows lab will be on. The activities during class will not be graded, they are simply for my own knowledge to make sure the students are on track. The Reading Study Guide will count as a homework grade. As they did in section 1, the students will also be required to complete the section 1.2 chapter review, #1-5. This will count as a homework grade and will be collected tomorrow before the lab.
Summary:
Today's lesson is going to continue on from yesterday's discussion dealing with calculating speed and distance time graphs. We will complete section 1.2, which will prepare us with all the necessary information for tomorrow's lab. Today's class will focus specifically on velocity and comparing it with speed. We will first go through the power point that will help explain to the students the important terms and concepts on what velocity is and how it relates to speed. After the power point, I will do a couple class activities with the students to assess their understanding on velocity. Before the beginning of class, there will already be a question written on the board, "If two scooters are moving at the same speed but in opposite directions, is their velocity the same? Explain", which I will now work together with the students on answering. I will point to the question on the board and ask the students to copy it down into their notebooks. The students will have a few minutes to think the question over and write down the answer they feel is correct in their notebook. After giving the students time to think, I will begin to ask them what they wrote down for an answer. I will ask at least 7-10 students their answers before correcting the wrong ones (if any) and giving the correct one so I can gather a census on the students understanding. Next, we will move to the train picture in the textbook on page 23. I want to try teaching about velocity and speed from this visual to reach the students who can comprehend better through the use of visual aids. I will be asking questions such as, "What can you say about the two trains in the picture", "What directions are the trains going", "What are the speeds of the trains", "What are the velocities of the train, "How do the speeds and velocities compare", etc. Since the power point was short and these activities will not consume a lot of time either, which was planned, I am going to use the rest of the class for something entirely different. The students will be handed Reading Study Guide B, that they will need to complete by the end of the class. Reading study guide B is a review on section 1.2, including the information we covered yesterday as well. While the students are working on this sheet either individually or in small groups, I will be calling students up one by one to hand back papers, worksheets, and reviews from the week. I am doing it individually because this way I will have the chance to work briefly with any students that are severely struggling in any particular area. I will also be able to explain to the students the corrections I made and answer any questions they might have. However, I will still be aware of the class as a whole and make sure they are working on the assigned task during this time. Once I have met with all the necessary students and handed back all work, I will assign the homework, which will be to finish the study guide worksheet and complete section 1.2 review #1-5. I will inform the students that there will be notes tomorrow, but instead a lab that they will enjoy a lot.
Objectives:
The students will be able to describe an object's velocity through visual aids and question assessments.
The students will be able to decipher the differences between velocity and speed through visual representations.
Materials:
Instruction:
Opening
While I am setting up the power point and the students are getting settled in their seats, I will be begin class by having a relaxed verbal review with the class. I will tell the class that we will be studying velocity and comparing it against speed to today, but first I want to see what they remember from what we have already learned. As I am going around and collecting the homework from each student I will be asking questions like:
Who remembers what position is?
What is a reference point? How does it relate to position?
Who can tell me what speed is?
Can someone tell me how to calculate speed?
What does a distance-time graph represent? What does it relate?
I will do this to get the students thinking about what we have learned this week, so when we begin to discuss velocity vs. speed, these terms and concepts are fresh in their mind.
Middle
The power point on velocity and velocity versus speed is going to be first because I want the students to understand what velocity is before we begin the activities after it. That way, the activities will act as a review for the students, allowing them to apply what they just learned to pictures and situations, rather than having it just be a guessing game of calling out answers. After the power point I am going to address the attention to the question on the board:
"If two scooters are moving at the same speed but in opposite directions, is their velocity the same? Explain"
I am going to ask the students to copy this question down in their notebook, briefly think about it, and then right a short response to answer it. After about five minutes, I will ask at least ten students to tell the class what they wrote down for an answer. I want to have a majority of the class give their answers a loud so I can get a census on their understanding of velocity. After we have discussed the answer to this question as a class, and the students have a firm grasp on the meaning of velocity, we will move onto the next activity, the train picture. On page 23 of the textbook there is a picture with two trains in it, which shows a great representation of velocity versus speed. I will ask the students to take out their textbooks and turn to this page and take a look at the picture. I will direct them to look for things that relate to speed or velocity and silently collect them in their heads. After a few minutes, I will begin to ask the students questions about the picture, such as:
"What can you say about the two trains in the picture"
What directions are the trains going"
"What are the speeds of the trains"
What are the velocities of the train
"How do the speeds and velocities compare"
After the discussion about the train picture, and I feel comfortable in the fact that students can decipher between velocity and speed, I will move on to the last activity of the day. The students will have the option to work individually or in groups to complete Reading Study Guide B. This is a study guide review sheet for all of section 1.2. During this time, I will be calling students up one by one to hand back papers, worksheets, and reviews from the week. I am doing it individually to allow me the chance to work briefly with any students that are severely struggling in any particular area that we have covered this week. This will also allow the students the chance to ask me any questions they might have and clear up any confusions they have. However, I will still be aware of the class as a whole and make sure they are working on the assigned task during this time.
Closing
After I have met with all the necessary students, I will prepare the class for their departure. I will inform them that if they did not complete the reading study guide worksheet they are to do so for homework. If they did finish it, they are to keep it in their folders and will hand it in at the beginning of class tomorrow, and simply have one less assignment for homework. The students will be told to complete section 1.2 review #1-5 and it will be collected at the beginning of class tomorrow along with the reading study guide. I will inform the class that there will be notes given tomorrow. Instead, they will be working in their lab groups on a fun activity.
Assessment:
Today is a class full of assessments, mostly because I want to make sure the students understand everything we have learned this week and are prepared for the lab tomorrow. The two activities during class today, the question on the board and the train picture, were a way for me to test the students understanding on velocity. The Reading Study Guide is a worksheet on the entire section of 1.2. I will grade these tonight so I am able to see if the students are struggling in any areas, especially speed and velocity because that is what tomorrows lab will be on. The activities during class will not be graded, they are simply for my own knowledge to make sure the students are on track. The Reading Study Guide will count as a homework grade. As they did in section 1, the students will also be required to complete the section 1.2 chapter review, #1-5. This will count as a homework grade and will be collected tomorrow before the lab.